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STUDENT THINKING WHEN STUDYING SCIENCE‐AND‐RELIGION
Author(s) -
Stolberg Tonie L.
Publication year - 2009
Publication title -
zygon®
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.222
H-Index - 23
eISSN - 1467-9744
pISSN - 0591-2385
DOI - 10.1111/j.1467-9744.2009.01037.x
Subject(s) - science education , conceptual framework , range (aeronautics) , nature of science , conceptual change , sociology , epistemology , pedagogy , mathematics education , psychology , social science , philosophy , materials science , composite material
. Thirteen theology/religious studies students were interviewed while studying science‐and‐religion courses at four different institutions of higher education in the United Kingdom. They held a range of views about science and religion, their respective ontological status, and their science‐and‐religion studies. The interviews reveal that it may be possible to assign individuals to one of four different religioscientific conceptual frameworks and, furthermore, to relate differences in their approach when studying science‐and‐religion to their conceptual framework. The implications for course designers are discussed, including how the frameworks may enable teachers to be more aware of the range of possible reactions students may have while being introduced to science‐and‐religion topics.